HISTORY (851)

CLASS XII
There will be two papers in the subject: (iii) First general election (1952): problems of
Paper I: Theory 3 hours ------ 80 marks preparation and their solutions, process,
Paper II: Project Work --------20 marks result and impact of the elections.
(iv) The linguistic reorganization of states:
PAPER I (THEORY) – 80 MARKS Features of the States Reorganisation Act,
SECTION A 1956 with particular reference to Andhra,
Bombay and Punjab.
INDIAN HISTORY
3. Development of Indian Democracy (1964 –
1. Towards Independence and Partition: The
1977)
Last Phase (1939-1947)
The following to be discussed:
(i) National Movement during the Second
World War: (i) Lal Bahadur Shastri – his contributions as
Reasons behind the August Offer and the Prime Minister
Cripps Mission. The proposals and the (ii) Importance of the election of 1967
reasons for their rejection leading directly (iii) Main Opposition political parties and their
to the Quit India Resolution. A compact ideologies – Socialist Party (SP);
account of the movement, its suppression Communist Party of India (CPI);
and a brief analysis of its significance.
Communist Party of India (Marxist
(ii) Subhash Chandra Bose and the INA. (CPI(M)); Bharatiya Jan Sangh;
Bose’s organisation of the INA, a brief Shiromani Akali Dal.
account of its operations, eventual defeat (iv) Naxal Movement: factors of its rise; main
and significance. leaders (Charu Majumdar and Kanu
(iii) Transfer of power (1945-1947): Sanyal); areas where they operated (West
Reasons for change in the attitude of the Bengal and Andhra Pradesh) and the
British government after World War II. struggle carried out by peasants and
Cabinet Mission: its aims and major students.; government measures against it;
provisions. reasons for its decline in the 1970’s and its
1947: Attlee’s Declaration of 20th February impact.
1947; Mountbatten Plan – main features: (v) JP Movement (1974-75): Origin: Jai
reasons for acceptance of the Plan by Prakash Narayan’s disputes with Mrs.
major political parties. Gandhi; main features of its course.
Modifications in the Indian Independence Assessment of its significance.
Act. (vi) Emergency (1975-76): reasons for
2. Establishment of Indian democracy (1947 – imposition; main features of the suspension
1966) of democratic rights. Assessment of its
impact (positive and negative aspects).
The following should be discussed:
4. Changing face of the Indian Democracy
(i) The role of Sardar Patel in the (1977 – 1986)
reorganization and integration of princely
(i) The Janata Government (1977 – 1979).
states.
(ii) Problems of integrating Junagarh, Elections of 1977: establishment of the
Janata Government; its policies and their
Hyderabad and Kashmir. implementation; reasons for its downfall.

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 (ii) Centre-State relations SECTION B
(a) Punjab: Demands of the Akali Dal; WORLD HISTORY
Anandpur Sahib Resolution; 1977
7. World War II
elections; formation of Akali
government; rise of Bhindranwale – (i) Factors leading to the War: aggressive
his demands and methods. foreign policies of Germany, Italy and
Centre’s response: Operation Bluestar Japan.
– its results and impact. Punjab
Accord, 1985. Should be discussed to show how these
(b) Assam: Reasons for Assamese aggressive policies made war more likely
and worldwide in scope.
discontent; course of Assam’s
agitation; the Centre’s response: (ii) Anglo-French appeasement policies.
Assam Accord, 1985. Appeasement: why Britain and France
(c) Nagaland: The Nagas’ separatist chose to follow this policy and how it was
demands; birth of Nagaland state; carried out.
course of the agitation; Shillong
Accord, 1975. (iii) Axis invasions in Europe and Asia (1939-
(d) Mizoram: 1941).
Mizoram Movement (1959-1986): (iv) Course of the War in Europe, Africa and
course and resolution. Far East (1942-45).
5. India’s Foreign Policy (v) Reasons for the defeat of the Axis Powers.
(i) Pakistan (1947-49, 1965, 1971) 8. De-colonisation – in Asia (China) and Africa
Indo-Pak wars: causes, course and (Ghana & Kenya)
consequences of each to be done (i) China:
separately. A short background of the problems facing
(ii) Sino-Indian War (1962) the Communists in 1949: in agriculture,
the gradual process from land distribution
Disputes with the Peoples’ Republic of to collective farms should be outlined; in
China over (a) Tibet issue: Chinese industry, the Five Year Plan and Soviet
takeover and asylum of the Dalai Lama in help.
India; (b) Border issues.
The Great Leap Forward should be
Sino-Indian War (1962): immediate causes
covered in more detail, particularly the
and consequences.
development of commune and assessment
6. Movements for Women’s Rights of the GLF.
Towards Equality Report (1974) - aims, (ii) Ghana: democracy and dictatorship (1957-
significance and recommendations. 66).
Developments in the anti-dowry movement and Brief background to independence,
struggle against domestic violence in the 1970s Nkrumah’s role, reasons for his overthrow.
and 1980s. (iii) Kenya: conflict and independence (1947 –
Measures undertaken by the government in 1964).
response. Conflict with whites over independence and
role of Kenyatta.

9. Cold War (1945-91)– origin, end and

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 Molotov Plan, COMECON and Aims of Arab nationalism and Zionism.
Cominform. Impact of World War I: the conflicting
(ii) The rift widens - Soviet expansion in promises made by the British to the
Eastern Europe (1945-1948) including the Arabs and the Jews: Husain-MacMahon
communist coup in Czechoslovakia. correspondence, the Sykes-Picot
Agreement and the Balfour Declaration.
(iii) Cold War Crises - Berlin Blockade –
NATO – division of Germany. Cuban (ii) The Arab-Israeli Wars from 1948 to Camp
Missile Crisis – causes and effects. David Accord (1979).
The following conflicts should be studied –
(iv) Détente – reasons for it and effects on
First Arab- Israeli Conflict (1948-1949),
Eastern Europe.
the Suez Crisis (1956), the Six Day War
(v) Downfall of Communism in Poland and (1967), the Yom Kippur War (1973), Sadat
East Germany. and the Camp David Accord (1979).
(vi) Breakup of the USSR For each of these events, the causes and
Reasons for collapse of USSR results should be studied in detail.
Political changes; Coup of 1991; Demand The origin and formation of the PLO.
for independence by the Soviet republics (iii) Oslo Peace Accords (1993 & 1995).
leading to the breakup of USSR. Intifada and the change in attitude of
10. Protest Movements Israel and the PLO leading to the Oslo
Peace Accords I (1993) and II (1995).
Civil Rights Movement, anti-Apartheid Assessment of the main features of each.
Movement; Feminist Movement. Why it failed to bring peace.
(i) Racial problems and civil rights in USA in
the 1950s, 1960s and 1970s: Racial PAPER II (PROJECT WORK)- 20 MARKS
discrimination, change in the government’s Candidates will be required to undertake one
attitude, campaign for equal rights project on any one of the following history topics
(Dr. Martin Luther King’s role). from the 20th-21st (till 2012) centuries
(India/World).
(ii) Anti-Apartheid Movement in South Africa
(1948-1994): main features of Apartheid,  Politics – leadership, domestic policy, foreign
opposition to Apartheid (Dr Nelson policy.
Mandela’s role), transition to black  Military – any war: causes, course and
majority rule and the end of Apartheid. consequences. Strategies & tactics.
Technology. Outcome: peace settlements.
(iii) Second Wave Feminist Movement in USA
(early 1960s – early 1980’s): reasons for  Economy – economic policy: terms and
its origin (the impact of the Presidential impact. Currency, communication, trade.
Commission, Betty Friedan’s book and the Agriculture and industry.
Civil Rights Movement; Equal Pay Act of  Society & culture – Traditions, food, clothing,
1963 – its implications for American festivals, role and status of women, education,
women, Measures taken by Johnson (Civil art, architecture, sculpture, music, dance,
Rights Act of 1964), Role of National literature.
Organisation for Women (NOW) and its  Religion – philosophy, ideas, beliefs, practices,
campaign for the Equal Rights impact.
Amendment (ERA). The project may be in any one of the following
11. Middle East: Israeli-Palestine conflict categories:
(1916-1993) 1. A case study.
(i) Post War conflict in Palestine after World 2. A field visit/ investigation.
War I, till the formation of the state of 3. A local history.
Israel. 4. Interview/oral evidence.

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 5. Book review/ film review/ posters/ newspapers/ The Project will be assessed by the teacher and a
advertisements/ cartoons and art. Visiting Examiner appointed locally and
approved by CISCE.
The project may or may not be based on the
syllabus; students must be encouraged to produce Assessment of Project Work will be done as
original, creative and insightful perspectives on an follows:
allied aspect of the topic. 1. Internal Evaluation by Teacher 10 Marks
The written outcome of the project, in the form 2. Evaluation by Visiting Examiner 10 Marks
of 800–1500-word essay, should be structured as TOTAL 20 Marks
given below:
Internal Evaluation by the Teacher:
 Introduction - Background and context to be
discussed very briefly. S.n Assessment Criteria Marks
 Main body - Explanation, Interpretation, o. objective
Analysis and Critical Evaluation of a range of 1. Process Candidate should 3
be able to:
evidence: the research material gathered by the Identify the topic.
student. Plan and detail a
 Conclusion - Brief summing up of the topic. research project.
 Bibliography – a list of all material referred to 2. Understandin Candidate should 4
in the essay, including print, electronic, oral & g, application be able to:
audio-visual material, referenced correctly, in a of Explain issues and
standard format. knowledge themes clearly and
 Appendix – optional, only if it is crucial for the and Analysis in context.
better understanding of the project essay. Interpret, analyse
and evaluate
List of suggested Projects: critically the topic.
1. Leaders – e.g., Malcolm X, Rosa Parks, Noor 3. Presentation Overall format and 3
Inayat Khan, Surya Sen, Vinoba Bhave, Sun referencing, title
Yat Sen, Golda Meir, Sirimavo Bandaranaike, page and
Margaret Thatcher, etc. bibliography.
2. Radical organisations – ideologies, acts and TOTAL 10
impact. E.g., KKK, Al Qaeda, Boko Haram, Al- Evaluation by the Visiting Examiner:
Shabaab, Sendero Luminoso, Khmer Rouge,
Japanese Red Army, etc. S.no. Assessment Criteria Marks
3. Protests Movements – political ideologies, civil objective
rights, workers, caste, environment. E.g., Arab 1. Choice of Overall format, 4
Spring, Chipko Movement, Black Lives Matter, Technique/ referencing, title
Dalit Panther Movement, etc. Detailed page and
4. UN – Peacekeeping actions and Weaknesses. procedure bibliography.
5. Regional Organizations and their contributions &
– E.g., SAARC, ASEAN, EU, AU, etc. Presentation
6. Growth of feminist movements in India /the 2. Analysis Candidates should 3
and be able to:
West. evaluation Interpret, analyze
7. Music /art as a medium of protest. and evaluate
8. Books that have had a profound effect on critically a range of
society. evidence.
9. Wars – e.g., contribution of Indian soldiers to 3. Viva Range of questions 3
the World Wars; role of colonial armies in the based on the project
World Wars; guerrilla wars (e.g. Vietnam War), only.
etc. TOTAL 10

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GUIDELINES FOR TEACHERS: 5. The students should be guided on doing the
1. It must be emphasized that the process of doing research and looking at different types of
the project is as important as the finished evidence.
product. 6. Books and suitable reference materials could be
2. Once the project/projects are chosen, there suggested and even put up on the library notice
should be a process of brainstorming to board for guidance of the students.
encourage students to make out a draft/structure 7. Internet sites could be suggested, but care must
for the project before embarking on research. be taken in selecting, using and citing these
3. During the brainstorming/discussion, the sites.
teacher should discuss the assessment criteria 8. Students must be cautioned against plagiarism
with the students. and be penalized for the same.
4. The teacher should discuss the draft with the 9. Marks must be awarded for content and
student with regard to the central question and originality and not for decorative elements and
the type of sources to be used. embellishments.
10. Projects must be the original work of the
student.

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